history analysis#2

HI 365: Fall 2017

Name: Hind Aljohani

Source Analysis Template

Secondary source: Becher, Matthias. Charlemange. Trans. David S. Bachrach. New Haven And London: Yale University Press., 1999. Comment by Sarah: Great job!

Primary source: De Litteris Colendis. In Boretius, No. 29, p. 78, trans. by D. C. Munro, in - University of Pennsylvania. Dept. of History: Translations and Reprints from the Original Sources of European history, published for the Dept. of History of the University of Pennsylvania., Philadelphia, University of Pennsylvania Press [1900]. Vol. VI, No. 5, pp. 12-14.

Primary Source Questions:

1. Who wrote the text, when was the text written and for whom did the author write? (E.g., give the name and the person’s role in society or the person’s role in relation to the events/ideas described in the text, specific year or general time period).

This is a letter by Charlemagne to Abbot Baugaulf of Fulda King of the Franks and Lombardsa Patrician of the Romans during the year 780 - 800. He wrote this letter with the concern to stimulate learning in his empire. Comment by Sarah: Yes, absolutely. Why would addressing it to a abbot help in this endeavor? Do you think it is just meant for Abbot Baugulf to read? Or, was there an expectation that more religiously-minded individuals would also be reading this?

2. How do you know the author wrote the text for this audience? List two specific examples and explain why these examples are significant.

This text is audience specific since during the time of its composure, teaching and learning were essential for the spread of the Word of God.

A. “…in the gift of God are able to learn…so that just as the observance of the rule imparts order and grace to honesty of morals, so also zeal in teaching and learning may do the same for sentences …”: edifies that God gifted us to learn how to induce moral order.

B. “...so that those who desire to please God by living rightly should not neglect to please him also by speaking correctly.”emphasizes that for people to worship God correctly, speaking properly is important in giving the right communication. Comment by Sarah: Yes, correct speech (and use of language for writing) was a huge concern in this text! What does this imply? Had the monks and other religious been living up to their charge in spreading the word of God in the right manner?

3. What possible biases does the author have? Give specific examples from the text to support why you think the author has a particular bias or is pushing a certain point of view.

“…no one doubts that…if previously he shall have been fully instructed in the mastery of letters. Such men truly are to be chosen for this work…” The author bias is that not everybody is preferred to practice teaching and learning and that interpretation of images only is not effective in comprehending the scripture. Comment by Sarah: This is a great start here, and you have chosen some great evidence to discuss the bias you think the author has. To improve, work to be more clear about what that bias is. If not everybody is able to be chosen or has the gift to learn these letters, do the religious people to whom Charlemagne has addressed this text have this gift? If they have it, does that mean others do not? If they are the “chosen” ones with the gift, is the bias that those who have taken up the religious life are better teachers than those who have not?

4. Give a brief summary of the text (2-3 lines)

For the essence of spreading the knowledge of truth and to practice devotion fully towards omnipotent God, learning is significant in order to understand the complex mysteries of the scripture and to practice the rightful ways of worship devoid of errors. Comment by Sarah: Absolutely! And, this text is also one that has been promoted by the King himself, so it signals that learning is key to his rule.

5. Do you notice any themes or certain word choices in the text? What are they (please list specific examples from the text itself). Why are these important for gaining insights into the author’s point of view?

i. Devotion – reminds the audience on the necessities of praise to God. Comment by Sarah: These are great themes for the text. Now, what do these themes tell us about Charlemagne’s point of view? Why would he compose a text that emphasizes these qualities that link worship and education together? What was his motive?

ii. Zealous –that teaching and learning should be taken serious for it’s the path towards proper and effective devotion.

iii. Reverence – in order to guard one’s reputation before God one should be holy in h/her conducts.

6. Why is the text important for the society in which it was produced? What is its historical significance of the text?

This text functions to edify its audience on the dire need of learning to understand the scripture. Furthermore, it was meant to reach all monasteries and bishops who were chosen across the globe to spreading the word of God. Comment by Sarah: Good start. Now, if Charlemagne has to send out this special letter to monasteries to ensure that education is at the proper level, what does this tell us about his society? Are people well educated up to this point? Does the King feel a need to increase this? Why do you think this is important for his society?

7. How does this source complement or add to information learned in class through lectures or activities?

This source complements that without the right knowledge one cannot fully practice devotion and prayer for h/she is unable to speak and communicate correctly. Comment by Sarah: For this question, compare something that was learned in class (activity, lecture slide, etc.) to information in the text. How do they work together?

8. How does this source complement or add to information you have read in the assigned class readings?

Additional information gained is that God gifted us to learn in order to practice proper reverence. Without knowledge people are prone to making errors and that the scripture should be respected and communicated rightfully. Comment by Sarah: For this question, compare another course reading to this source. In what ways are they similar or different? Be sure to give specific examples.

9. What question about this time period do you think this source could help answer (e.g., the source provides evidence of what?)

Were the ancient people immoral and dishonest to God? This source provides evidence of deficient education during the ancient times, and that people could not practice praise and worship in the right order. Comment by Sarah: This source definitely provides information about a lack of education. Given that you know it was written by a King, start thinking about how this source may answer a question related to how this particular King conceived of what was important for ruling his kingdom. Was education important for Charlemagne? Was correct practice of religion?

Secondary Source Questions:

10. What is the author’s thesis/argument? If you do not think there is an “argument” per se, what is the main point the author is trying to get across?

The author is in efforts to highlight Charlemagne’s succession into power as an emperor. Further, it is noted that within his acquisition of power, Charlemagne had to exercise some authority in order to attain loyalty from his subjects. The author’s main point regards the ancient Roman Empire inclusion of authority between both the wealthy and the poor, and the adherence towards law and order to justify justice between the nobilities, freemen, and farmers. Comment by Sarah: Yes, Becher certainly focuses on how Charlemagne exercises power.

11. What evidence does the author use to support the thesis/argument(s) or support his/ her main point? You should cite page numbers here.

i. “Throughout his reign, Charlemagne worked to increase his authority…”.Pg. 101 Comment by Sarah: These points all address Charlemagne’s use of law and order to exercise his power. Is Becher able to provide these examples because he has reviewed primary source evidence? If so, what kind of sources?

ii. “Now Charlemagne demanded more from his subjects”. Pg. 100

iii. “His obligations included the protection of the church…care for the poor…as well as combating heresy”. Pg. 100

iv. “Charlemagne prohibited perjury…Charlemagne’s next important act as a lawmaker took place during…” Pg. 102

12. Give a brief summary of the article/chapter.

This article highlights a brief summary into the Roman Empire and the beginning of Charlemagne’s succession as an emperor to this kingdom. It is noted that the antique society was deficient in rules to govern the land and further lacked organizational structure to conquer an enemy. With such great concerns, Charlemagne had the biggest challenge to induce loyalty into his subjects, to create order and justice as well as to protect the land.

Therefore, he instituted various regulations that were to be observed by the bishops, the freemen, and the nobilities. In addition to these efforts concerning administration, the economy, and the army, he was also disturbed with scholarship and education where every documented text had to meet classical demands. Furthermore, he not only stimulated education, but also required his subjects to adhere to Christianity and to shun paganism.

13. Do you see any problems with the author’s use of evidence or the author’s thesis?

No. the author’s main ideas have been articulated clearly. From the readings one gets informed on the formation of the Roman Empire, the practices undertaken by its residents and the processes that took place to ensure there were clear and custom relationships between its dwellers. Notably, Charlemagne enforces several measures upon his subjects to ascertain upholding moral virtues within societies.

He foresaw and wanted an economy and administration free of flaws. The author’s argument seeks to edify on the necessities of oneness, order, justice, education, and Christianity. When considered and adhered to correctly, these elements result in the introduction of better communities by exercising mutual understanding, devotion, and reverence.

14. How does this source complement or add information learned in class through lectures or activities?

Additional information attained is the composure of the Roman Empire, it is understood that there were some emperors who exercised authority but never put into focus the need for education and Christianity. Unlike Charlemagne’s predecessors, he endorsed the need of education in order to propagate Christianity and induce more social justice and order to his empire. Comment by Sarah: Good point. Now, how does this specifically compare to information that you learned in class (lecture slides, discussion, etc.?)

15. How does this source complement or add information you have read in the assigned class readings?

Complementary information refers to the structure of Charlemagne’s reign. It is noted that he chose people who could induce his authority among his subjects. He organized his army in ways that could not discouragingly impact the farmers. He maintained law and order by appointing judges who were somehow wealthy in order to avoid victimizing the innocent by asking for bribes. He further appointed bishops and archbishops who would ascertain the spread of education and Christianity across the empire. Further information gained includes the constitution of the royal estates, the nobilities and how their associations resulted in proper ruling of the empire. Comment by Sarah: For this question, compare another class reading to this source. How do they complement one another? Similarities or differences?

16. What question about this time period do you think this source could help answer (e.g., the source provides evidence of what?)

How was the Roman Empire organized in terms of its military structure? Which ruler exercised the modern ideologies towards justice adherence and the obedience to law and order? Was Christianity the epitome of faith within the Roman Empire? Were the inhabitants really literate to read through and understand the scripture? The source proves that the antique Roman Kingdom was organized in various frameworks, moreover, education was appraised in essence of maintaining order and Christianity was practiced across all corners regardless of rebellion.